Emerging responsibilities of the anaesthesiologist in competency-based undergraduate medical education

Abstract

The competency-based medical education (CBME) curriculum for undergraduate medical education recently rolled out by the regulating body gives the much-needed importance to the subject of Anaesthesiology, which in the earlier traditional curriculum was unappreciated. The contributions of the Anaesthesiology faculty to the new curriculum include the conduct of basic life support sessions in the foundation course followed by the teaching of 46 stand-alone, subject-specific topics and 17 integrated topics in the next 54 months. The anaesthesiologists will play a vital role in sensitising the 1 st -year students to the hospital environment during early clinical exposure sessions by facilitating their visits to operation theatres and critical care areas. Anaesthesiologists are the leaders in the establishment and maintenance of the skill laboratories and in imparting simulation-based training for teaching crisis management, patient management in pandemics and lifesaving skills; nevertheless, there is a definite scope for further enhancement of the anaesthesiologist's role in the CBME.

Role of simulation-based training in thoracic anaesthesia

“…To keep pace with the global trends, the National Medical Commission of India has adopted the ‘competency-based medical education’ model. [ 16 ] Simulators would help evaluate anaesthesiologists’ performance for thoracic anaesthesia, where an amalgamation of cognitive, psychomotor, and affective domain training can contribute to the certification of the anaesthesiology postgraduate degree.…”